Exposing diversity: a methodological approach to the use of video in interdisciplinary practices

TY - CONF

T1 - Exposing diversity

T2 - Conference on Learning

AU - Nordentoft, Helle Merete

AU - Nørtoft, Kamilla Pernille Johansen

PY - 2015/6/2

Y1 - 2015/6/2

N2 - Video has been used extensively in professional practices to qualify communication processes. However, there has been little investigation and theorization of the interplay between the methodological use of video and how it contributes to collaborative learning processes. The purpose of this paper is to introduce an analytical framework for using video in collaborative learning processes in an interdisciplinary context. Interdisciplinary collaboration has been pointed out as one of the most important strategies in response to the complex health challenges of modern society. In the paper we draw on the findings from a pilot project in which we combine approaches from different areas of the visual research field, more specifically visual ethnography and professional development studies. We show two 5 minutes long video narratives to three interdisciplinary focus groups in a nursing home setting and the data consists of video recordings of these three focus groups, approximately 5 hours of video footage, together with written reflection just after the video and at the end of the focus group session. The analytical framework for the analysis are based on social learning theories in combination with elements from literary theory in which the video narratives can be looked on as textual structures with gaps. The meeting between the text and the reader/viewer and how these gaps are filled depends on the reader’s personal and professional competences and preferences in the sense making process. The findings show that the participants interpret the video narratives very differently and that the negotiation of meaning in filling the gaps initiates collaborative learning.

AB - Video has been used extensively in professional practices to qualify communication processes. However, there has been little investigation and theorization of the interplay between the methodological use of video and how it contributes to collaborative learning processes. The purpose of this paper is to introduce an analytical framework for using video in collaborative learning processes in an interdisciplinary context. Interdisciplinary collaboration has been pointed out as one of the most important strategies in response to the complex health challenges of modern society. In the paper we draw on the findings from a pilot project in which we combine approaches from different areas of the visual research field, more specifically visual ethnography and professional development studies. We show two 5 minutes long video narratives to three interdisciplinary focus groups in a nursing home setting and the data consists of video recordings of these three focus groups, approximately 5 hours of video footage, together with written reflection just after the video and at the end of the focus group session. The analytical framework for the analysis are based on social learning theories in combination with elements from literary theory in which the video narratives can be looked on as textual structures with gaps. The meeting between the text and the reader/viewer and how these gaps are filled depends on the reader’s personal and professional competences and preferences in the sense making process. The findings show that the participants interpret the video narratives very differently and that the negotiation of meaning in filling the gaps initiates collaborative learning.

KW - video

KW - interdisciplinary

KW - collaborative learning

KW - elderly care

KW - Tværfaglighed

KW - Tværfaglighed

UR - http://blogg.hioa.no/pll/

UR - https://blogg.hioa.no/pll/program/

M3 - Paper

Y2 - 1 June 2015 through 3 June 2015

ER -